Accessing the Classics: Great Reads for Adults, Teens, and English language Learners
These annotations include teaching ideas for traditional classroom teachers, adult education leaders, tutors, homeschoolers, librarians, and other reader advisors. Icons announce illustrations, big print, and comprehension support.
Icons suggest the readability of each book:
--1st (start here--big print and/or clear pictures),
--Next Read (slightly more difficult with fewer pictures or smaller print),
--Support Here (support means context clues, audio books, videos, or other books in the collection build background knowledge), and
--Challenging (the brick wall book icon represents text best read to the adult or teen).
Do you want to establish a classics library collection? Start here.
In Forsaken Hands is designed for the teacher, tutor, parent, or spouse of someone who does not read or write well.
The literacy coach may read these gripping stories to the adult or teen learner. Each case provides clues into how reading develops and what the older learner can do to get past experiences that have thwarted them.
Each chapter is designed to lead the reader into an understanding of how literacy develops and what the terms are that are used by professionals in the fields of reading and literacy.
Each chapter is story about an adult, teen or child the author has taught. Details of the lessons help the reader understand the process.
This book is not a utopia. Adults who have grown up non-readers in a literate society have many problems they have had to combat through compensation. Even the very young acquire these skills, skills that do not help them learn to read.
In Forsaken Hands will give the reader both tools for supporting literacy development and understanding of why it has not happened.
1. No memory of being read to for pleasure either during the pre-school years or during the early elementary school years.
2. A history of child abuse, either profound neglect or physical violence or both during the time the child should have been leaning to read.
You'll find more about this in In Forsaken Hands.
In Forsaken Hands: How Theory Empowers Literacy Learners
Each case study detials the methods used to teach reading and writing. The theoretical justification is presented in plain English, the same English that was used to engage the learners in their own learning.
The process of placing the power of theory into the hands of the learner is demonstrated here.
The concept of the Disempowering Significant Other (DSO) will help the tutor or reading teacher comprehend negative influences that may foil even the best of methods.
Readers may expect to acquire the theoretical terms and concepts related to reading while they are reading about these very interesting adults.
Light 'n Lively Reads for ESL, Adult, and Teen Readers
A Thematic Bibliography
The thematically listed titles progress from picture books to challenging within each section.
The annotations include anecdotal information and tips for use.
The book also has a collection of teaching methods appropriate for reading and ESL.
Early reports of literacy and language research are published in journals years, sometimes decades, before they show up in books. My research and teaching methods have been published in many of the leading education and reading journals including:
Phi Delta Kappan
Early stories of the child Arthur and the man Harry appeared in this journal. It was in the Arthur story that the concept and term of the Disempowering Significant Other (DSO) was first seen.
The story of the very young pre-literate mother of six and her child who could not read appeared here. The spelling lesson reveals a dichotomy between how children of literate families learn phonics in context and the phonics practices imposed in isolation on the poor.
The Journal of Reading
My research first telling of the early childhood profile of the adult non-reader (mentioned above) was published here.
The Reading Teacher
A short edition of Irma of the ghetto was here. Irma was given library books to take home to a chaotic situation where they were lost. As a result, she spent a year in school without books.
Although the people who participate in my research do so willingly and usually see my work in progress, I do not use their actual names in published papers.
Any case study participant names that appear here or in my books and articles are made up.